Spanish Education Concentration
Foreign Languages majors in the Spanish Education Concentration are eligible to apply for licensure to teach Spanish in Maryland upon graduation. In addition to the Core Curriculum requirements and the requirements specified by the Department of Secondary and Middle School Education, students must complete 30 units. Students must contact the Department of Secondary and Middle School Education about admission to the Teacher Education Program. Students are also required to complete the Oral Proficiency Interview and the Writing Proficiency Test. They are required to achieve a level of “Advanced Low" in the Oral Proficiency Interview.
Students who decide not to complete all education requirements must select and complete a different concentration/track in the major in order to graduate.
Admission Requirements for Teacher Education
The Teacher Education Executive Board, representing all initial teacher education programs at Towson University, utilizes the following minimum requirements as conditions for admission into teacher education programs, maintaining candidate status, and entry into the capstone internship. Programs may include additional requirements for admission into the program and/or the capstone internship.
Educator Preparation Programs (EPP) admit students either as freshmen or as undergraduate transfer students from accredited, post-secondary institutions. During the freshman and sophomore years, students are generally engaged in pre-professional courses or courses that fulfill Core Curriculum requirements, as well as all identified prerequisites (e.g., specific and sequential courses in Core Curriculum) for admission to EPP initial licensure programs.
All EPP undergraduate programs are screened majors. As an integral part of the teaching/learning experience, students work with advisers in a strategic planning process across all years at TU. Accordingly, to support student success, all EPP students are required to confer with their assigned advisers prior to registration each term.
I. Procedures and Requirements for Admission to All Teacher Education Programs
- Complete a self-disclosure criminal background form to be submitted to the major department with the application.
- Submit an application for formal admission to the program. Students seeking admission to teacher education programs must contact their department chairperson or program coordinator by 45 units for program-specific procedures and requirements for admission to professional education programs.
-
Meet the Basic Skills Assessment Requirement as defined by the Maryland State Department of Education to be eligible for admission. A student who is admitted to Towson University and in Good Standing but does not meet the Basic Skills Assessment requirement at the time of application to the program can be granted "Conditional Admission" and given one semester as a conditional candidate to satisfy the Basic Skills Assessment requirement. If the conditional candidate does not meet the requirement by the end of the conditional semester, there are two options: 1) the program may recommend the conditional candidate for exemption and if granted, the conditional candidate would be fully admitted to the program or 2) the conditional candidate will not be fully admitted to the program.
II. Requirements for Maintaining Candidate Status
- Meet the grade, course, and/or assessment requirement(s) identified by the candidate's specific program.
- At the department’s discretion, a candidate who does not meet the program requirement(s) may continue for one additional semester under probationary status but must satisfy the requirement by the end of the probationary period. If the requirement is not met at the end of the probationary period, the candidate will be dismissed from the program.
- Exhibit behavior that is consistent with the University’s Code of Student Conduct, the Educator Preparation Program’s Professional Behavior Policy, and established professional practice in educational and clinical settings. (see EPP Behavior Policy)
III. Procedures and Requirements for Entry into Capstone Internship for All Professional Education Programs.
- Complete a criminal background check as required by the school system in which the internship is located.
- Complete all required coursework.
The Standards were revised and approved in February 1996, May 1998, February 2000, May 2007, May 2008, April 2009, December 2011, November 2012, February 2014, October 2014, February 2015, November 2015, May 2019, February 2020, March 2021, and November 2024.
Curricular requirements may be revised due to changes in state licensure requirements, and therefore, students should work with their adviser to ensure they are following the correct program plan.
The Spanish Education concentration is a PreK-12 teacher education program. Students complete 30 units of Spanish courses and 56 units of education courses for a total of 86 units. Of the 30 units in Spanish courses, at least 15 units must be taken at Towson University.
Spanish Courses
| Code | Title | Units |
|---|---|---|
| Required Courses | ||
| SPAN 306 | WHAT DOES SPANISH SOUND LIKE? | 3 |
| SPAN 411 | CULTURE AND CIVILIZATION OF SPAIN | 3 |
| or SPAN 413 | CULTURE AND CIVILIZATION OF LATIN AMERICA | |
| SPAN 421 | SURVEY OF SPANISH LITERATURE | 3 |
| or SPAN 422 | SURVEY OF SPANISH-AMERICAN LITERATURE | |
| Electives | ||
| Select seven 300- or 400-level Spanish courses not already taken as required | 21 | |
| Total Units | 30 | |
Secondary Education Requirements
In addition to majoring in one of the licensure subject areas and satisfying the University Core Curriculum requirements, students must complete the courses listed below.
Minimum requirements for admission into teacher education programs, maintaining candidate status and formal entry into the capstone internship are outlined on the Standards for Teacher Education page in the Undergraduate Catalog.
| Code | Title | Units |
|---|---|---|
| Secondary Education General Requirements (12 Units) | ||
| EDUC 202 | HISTORICAL AND CONTEMPORARY PERSPECTIVES: AMERICA'S URBAN SCHOOLS (Core 10) | 3 |
| EDUC 203 | TEACHING AND LEARNING IN A DIVERSE SOCIETY (Core 13) | 3 |
| HIST 145 | HISTORY OF THE UNITED STATES TO THE CIVIL WAR (Core 11) | 3 |
| or HIST 146 | HISTORY OF THE UNITED STATES SINCE THE CIVIL WAR | |
| SCED 304 | EDUCATION, ETHICS AND CHANGE (Core 14) | 3 |
| Secondary Education Professional Education Requirements (44-47 Units) | ||
| ISTC 301 | INTEGRATING INSTRUCTIONAL TECHNOLOGY | 3 |
| SCED 305 | ADOLESCENT LEARNING, DEVELOPMENT, AND DIVERSITY (prerequisite: PSYC 101) | 3 |
| SCED 343 | FOUNDATIONS OF TEACHING THE ADOLESCENT LEARNER IN THE SECONDARY AND MIDDLE SCHOOL CLASSROOM | 3 |
| SCED 344 | ASSESSMENT IN THE SECONDARY AND MIDDLE SCHOOL CLASSROOM | 3 |
| SCED 401 | ANALYZING THE INTERNSHIP EXPERIENCE | 3 |
| SCED 460 | USING LITERACY IN THE SECONDARY SCHOOLS 1 | 3 |
| SCED 461 | TEACHING LITERACY IN THE SECONDARY CONTENT AREAS 2 | 3 |
| SCED 498 | CLINICAL EXPERIENCE I | 3 |
| SCED 499 | CLINICAL EXPERIENCE II 2 | 6 |
| SPED 301 | INTRODUCTION TO SPECIAL EDUCATION | 3 |
| Methods Requirement | ||
| Select one of the following based on major: | 3-6 | |
| TEACHING MODERN FOREIGN LANGUAGE | ||
| TEACHING SOCIAL STUDIES IN THE SECONDARY SCHOOL | ||
AND | ||
SCED 418 | TOPICS IN SOCIAL STUDIES (approval pending) | |
| TEACHING ENGLISH IN THE SECONDARY SCHOOL and YOUNG ADULT LITERATURE | ||
| Internship Requirement | ||
| Select one of the following based on major: | 12 | |
| INTERNSHIP IN SECONDARY EDUCATION- ENGLISH | ||
| INTERNSHIP IN FRENCH EDUCATION | ||
| INTERNSHIP IN SECONDARY EDUCATION- HISTORY | ||
| INTERNSHIP IN SPANISH EDUCATION | ||
| INTERNSHIP IN SECONDARY EDUCATION- SOCIAL SCIENCE | ||
| Total Units | 56-59 | |
- 1
Taken concurrently with SCED 343 and SCED 498 and shares a required field experience.
- 2
Taken at a professional development school in the fall term. Taken concurrently with Methods of Teaching in the content areas and SCED 344. (See Content Areas in the above listings.)
The Professional Year and Full Time Internship
All teacher candidates conduct their internship in Professional Development Schools (PDS). These are schools in which there is a partnership between the schools and the College of Education (COE). All students wishing to enroll in their internship courses must meet with their Secondary School adviser to receive permission to register. Students will not be admitted to the internship without prior approval of an adviser.
Sample Four-Year Plan
The selected course sequence below is an example of the simplest path to degree completion. Based on course schedules, student needs, and student choice, individual plans may vary. Students should consult with their adviser to make the most appropriate elective choices and to ensure that they have completed the required number of units (120) to graduate.
| Freshman | |||
|---|---|---|---|
| Term 1 | Units | Term 2 | Units |
| HIST 145 or 146 (Core 11) | 3 | EDUC 202 (Core 10) | 3 |
| PSYC 101 (Suggested for Core 6) | 3 | SPAN 202 (Core 12) | 3 |
| SPAN 201 (Core 5) | 3 | Core 2 (or Core 1) | 3 |
| Core 1 (or Core 2) | 3 | Core 4 | 3 |
| Core 3 | 3 | Core 7 | 4 |
| 15 | 16 | ||
| Sophomore | |||
| Term 1 | Units | Term 2 | Units |
| EDUC 203 (Core 13) | 3 | ISTC 301 | 3 |
| SPAN 306 | 3 | SCED 304 (Core 14) | 3 |
| Core 8 | 4 | SPAN 3xx1 | 3 |
| Elective | 3 | SPED 301 | 3 |
| Elective | 3 | Core 9 | 3-4 |
| 16 | 15-16 | ||
| Junior | |||
| Term 1 | Units | Term 2 | Units |
| SCED 305 | 3 | SCED 341 | 4 |
| SPAN 3xx1 | 3 | SCED 460 | 3 |
| SPAN 3xx1 | 3 | SPAN 411 or 413 | 3 |
| SPAN 3xx1 | 3 | SPAN 421 or 422 | 3 |
| SPAN 3xx/4xx Elective2 | 3 | ||
| 12 | 16 | ||
| Senior | |||
| Term 1 | Units | Term 2 | Units |
| SCED 353 | 3 | SCED 394 | 12 |
| SCED 461 | 3 | SCED 401 | 3 |
| SCED 499 | 6 | ||
| SPAN 3xx/4xx Elective2 | 3 | ||
| SPAN 3xx/4xx Elective2 | 3 | ||
| 18 | 15 | ||
| Total Units 123-124 | |||
- 1
Students may take any 300-level SPAN course to fulfill the requirement.
- 2
Students may take any 400-level SPAN course to fulfill the requirement.
ACTFL Standards
- Standard 1: Language proficiency: Interpersonal, Interpretive, and Presentational
- Standard 2: Cultures, Linguistics, Literatures, and Concepts from Other Disciplines
- Standard 3: Language Acquisition Theories and Knowledge of Students and Their Needs
- Standard 4: Integration of Standards in Planning, Classroom Practice, and Use of Instructional Resources
- Standard 5: Assessment of Languages and Cultures – Impact on Student Learning
- Standard 6: Professional Development, Advocacy, and Ethics